LIBRARY OF CONGRESS. 



Shelf. .Ll^lOAb" 

■ Wfiv 



UNITED STATES OF AMERICA. 



^ 



A 



HAND-BOOK 



ON 



PEDAGOGICS, 



BY 



John W. Woody, A. M., 

Professor of Mathematics and Instructor in Pedagogics. 
New Garden School, N. C. 



''•Q01f""*''''^H7, 



VV, ^ <4.> 



GREENSBORO : 

J. S. HaiMPTON & Co., Steam Printers, 
1884. 



LBioa,r 



Entered according- to act of Congress in the year 1884, 

John W. Woody, 
In the office of the Librarian of Congress at Washington. 



There is pleasant and successful labor in the teacher's 
profession for those who enter it with a high aim, and 
who possess strong faith in the infinite possibilities that 
lie hidden in the child. 



Give us light amid our darkness ; 

Let us know the good from ill ; 
Hate us not for all our blindness ; 
Love us, lead us, show us kindness — 

You can make us what you will. 

We are willing — we are ready ; 

We would learn if you would teach ; 
We have hearts that yearn towards duty, 
We have minds alive to beauty, 

vSouls that any heights can reach ! 

We shall be what you will make us — 
Make us wise and make us good ! 

•Make us strong for time of trial ; 

Teach us temperance, self-denial, 
Patience, kindness, fortitude. 

— Mary Ilowitt. 



INTRODUCTION. 



A definite and predetermined end 

is essential to successful work in the depart- 
ment of teaching. He who would construct 
a bridge or build a factory, must first have in 
his mind a clearly defined conception ol the 
bridge to be constructed or factory to be erect- 
ed. He must also have a knowledge of the 
properties and capacities of the different ma- 
terials to be used. So the teachfer who would 
do a conscientious and successful work in the 
shaping and building of character, must first 
have a clear conception of the end to be ac- 
complished. He must also have a knowledge 
of the material out of which he is to build. 

He must have asked and answered for him- 
self the questions : What is the prime end in 
teaching ? What is the thing to be done ? 
And what is the nature of the material upon 
which the teacher is to work ? The last ques- 
tion — 

lf*hat is the nature of the material 
upon which the teacher is to work can be 
fully answered only in a comprehensive analy- 
sis of the faculties and organs of the pupil, 
with their tendencies and environments. If it 
were necessary, limited space will not allow 
that we here undertake to enter very thorough- 
ly upon this analysis. This must be left to 
works on mental and moral science. In each 
pupil there is a combination of matter and 
force. There are the material substances, the 



6 

vital forces, mental faculties and moral ten- 
dencies held together in their wonderful com- 
bination, and with such an inter-dependence 
that the complete development of either one 
can only be had through the harmonious devel- 
opment of the whole. 

The elements of combination, as found in 
each individual, may be regarded as certain 
powers and divided into three general classes : 
as the mental powers, the moral powers, and 
the physical powers. 

These powers or energies, constitute the ma- 
terial upon which the teacher works — a mate- 
rial unlike the timber of the capenter, the pot- 
ter's clay, or the marble under the chisel of the 
sculptor. These are so many dead bodies, to 
be shaped by influences outside of and entirely 
distinct from themselves. 

Not so with the material in the hands of 
the teacher. It is his part to deal with pow- 
ers — living and self-acting powers — the devel- 
opment and tendencies of which are deter- 
mined by forces acting from within as well as 
by influences from without. The potter gives 
shape to the clay by the outward force which 
he brings to bear upon it ; the teacher gives 
form and strength to the intellect by calling 
out and directing its inner energies. The ma- 
terial of the one, is dead matter to be shaped, 
that of the other, is living energies to be called 
out and directed. 

With this idea of the material we come to 
the question: — What is t/ie prune end of 
teacJrhiff? What is the teacher's part in 
connection with this material, in order that the 
best results may be attained in preparing pu- 
pils for the labors and responsibilities of life .'' 



The teacher^s ivorJc may be said to con- 
sist, in most part, of, first; The development 
of powers ; second : The formation of correct 
habits, and tJiird'. The impartation of knowl- 
edge. It is principally through these three 
channels that the prime end of teaching is to 
be reached — which end is the development of 
strong character. 

The development of powers and forma- 
tion of habits may be esteemed of more im- 
portance than the acquisition of knowledge, 
yet each should be made auxiliary to the oth- 
er two. A normal development of powers, 
through the impartation of useful knowledge, 
is ideal success in teaching. 

The tripod is selected by civil engineers as 
the instrument best adapted for standing stead- 
ily on even or uneven surfaces ; so the individ- 
ual character, if it be able to stand upon the 
rough highways of life, must rest upon the 
mental faculties, moral forces and physical en- 
ergies, matured in a harmonious development. 
To neglect either one is to bring weakness to 
the whole. 

The natural order in which the different 
faculties of the mind become prominently ac- 
tive, is important to the teacher. In their or- 
der of development, the mental faculties seem 
to be called into use in sets or classes. Thus 
grouped together, we have the faculties of ob- 
servation, of retention, and of reasoning. 

First in importance, and in the order of 
development, are the faculties of observation. 
It is through these faculties, and these alone, 
that the soul comes in contact with the material 
world. 



8 

By means of the five bodily senses — the eye, 
the ear, the smell, the touch and the taste — 
together with the faculties that use them, the 
mind takes in its first pictures or ideas of ma- 
terial objects. 

Ideas thus received into the mind form the 
primary basis of all knowledge. 

If the powers of observation are not proper- 
ly developed, which is too often the case, the 
primary knowledge will be defective, both as 
to quality and quantity. Fewer objects will 
be recognized by the mind, while the ideas of 
these objects will be lacking, both in clearness 
and distinctness. 

With the primary knowledge thus defective, 
all secondary knowledge must be indefinite, 
and, in a measure, inaccurate. 

The retentive and reasoning faculties must 
build out of the material furnished by the 
powers of observation. 

The reliableness of the retentive faculties 
depends upon the perception. 

The mind retains longest those things of 
which it has a definite comprehension. Things 
are readily forgotten, because they are not ac- 
curately known. Not only so, but clearness 
and distinctness in primary knowledge, give 
courage in processes of reasoning and confi- 
dence in derived judgments. Hence, it may 
b'-* readily seen, that to neglect the culture of 
the lacultiesof observation, is to make thorough 
scholarship impossible, whatever the attention 
that may afterward be given to the other fac- 
ulties of the mind. 

In brief outline we have endeavored to notice 
some of the prominent points relating to the 
end of teaching. 



9 

We have also noticed the distinctive features 
that mark the nature of the material upon 
which the teacher is to work. 

The following chapters and classifications 
will deal, in most par^, with the plans and 
methods by which the end may be best 
reached : What is the food upon which the 
mind should be fed ; at what tim.e and in what 
quantities should this food be given ; and what 
the methods of instruction and discipline to be 
employed, in order that the best results may 
be attained ? 

Different courses of study, and different 
methods of instruction and government have 
been proposed and carried out with seemingly 
good results. The teacher must be natural 
in his methods of work. As a rule, great 
teachers have been great in their own methods. 

But teaching^ is a science as ivell as an art. 
There are certain principles that underlie all 
successful work in the department of education. 
These principles have their origin in the make- 
up and natural tendencies of the pupil. 

•Ill questions, relating to either courses of 
study, methods of instruction or discipline, 
should be considered and determined with re- 
ference to the natural growth and balanced 
culture of all the faculties and powers. 



LECTURE L— Teaching. 



The development 

I. Definition. -^ of character is the 

( chief end ot teaching. 



O 

u 

< 



I. The Prime 
End. 



2. State- 
ment. 



1. The end must be 
definite and predeter- 
,mined in the mind of the 
/teacher. 

2. To be successful 
^the end must be pursued 

with an absorbing inter- 
est. 



2. The ( I. The development of powers. 
Teacher's -( 2. The formation of correct habits. 
Work. ( 3. The impartation of knowledge. 



3. The Teach- 1 
er's Material. 



I. Mental 
Powers. 



I I. Powers of observa- 
I tion. 
-j 2. Retentive powers. 

3. Reasoning. 

4. Judgment. 



2. Moral Powers. 

3. Physical Powers. 



10 



LECTURE I.— Teaching. 



PRINCIPLES STATED. 

1. "The end and aim of education is the emancipation 
ot the youth. It strives to make him self-dependent, 
and as soon as he has become so, it wishes to retire 
and to be able to leave him to the sole responsibility 
ol his actions." — Karl Rosenkranz. 

2. "The absolute limit of education is the time when 
the youth has apprehended the problem which he has 
to solve ; has learned to know the means at his disposal 
and has acquired a certain faculty in using them." — Karl 
Bosenkranz. 

3. "The teacher must not only know thoroughly and 
fundamentally what he teaches, but must study well 
the laws which govern the exercises, and develope the 
faculties ot those whom he teaches ; he must know 
both the lesson and the scholar, and the means by which 
the two may be brought into friuttul contact." — Ka7'l 
Roi^enkranz. 

4. "No system or method can be efficient without 
the intelligence and industry of the teacher, and with- 
out he is religiously imbued with a high sense ot the 
dignity and importance of his work." — Tate. 

5. "The successful teacher must in his own person 
form a connecting link between the art and the science 
ot education." — Craig. 

6. "Education must recognize and fully comprehend 
the individuality of the pupil, neither allowing the arbi- 
trary exercise of his will or that of the teacher." — Heiri- 
roth. 

11 



MENTAL DEVELOPMENT. 



In its general acceptation, development im- 
plies a gradual growth through a series of suc- 
cessive changes. 

It is in this sense that the term is applied to 
the unfolding and strengthening ot the faculties 
and capacities of the mind. 

Then, what is the prime end in the cultiva- 
tion of the mind ? VVhat shall be our concep- 
tion of a rightly developed mind ? 

What shall we expect it to be able to do.'' 

Under proper influences of culture, each mind 
will be natural and retain its distinctive indi- 
viduality. Yet in all minds there are certain 
powers that may be developed through a sys- 
tematic training, and to develop these powers 
should be the chief end of mental discipline. 

I. There is the ahtlity of the niuul to 
take in pictures or images of external 
objeets through the five bodily senses. The 
importance of cultivating this power has been 
referred to in the preceding chapter, under the 
head of observation, and will need but little 
further notice here, only that it may be men- 
tioned and classed as first among the powers 
which are characteristic of a rightly cultivated 
mind. 

I I. T/te ahilittj to retain an d reproduce 
these imaffes at will. To be able to retain, 
without the ability to bring up or reproduce, 
shows a lack of system in the operations of 
the mind. It is like a merchant when his house 
is full of goods and he cannot readily find the 
article wanted. 

III. The ahilittj to elaborate, or take the 

12 



13 

material already in the mind and, by a process, 
of comparison, selection, re-arrangement or 
re-combination, produce that which is new and 
different. This power of elaboration, or the 
ability to take the material already in the mind, 
and out of it produce new and additional ma- 
terial is, in common, called the power of 
thought. It is the power that invents, plans, 
and originates. It collects together the facts 
of discovery, and establishes the principles of 
science. It gives improvements to the arts 
and progress to civilization. 

IV. The ahllity to so express thought 
that it may be intelligibly received by others. 
It is not enough that the mind be able to take 
in and retain primary knowledge, and, through 
elaboration, produce additional or secondary 
knowledge, but it should be able to convey its 
knowledge to other minds. An individual 
who has a store of knowledge and cannot ex- 
press it to others, has been very aptly compared 
to a man with a box full of tools, but want- 
ing the ability to use them. 

The above four powers are characteristic of 
a strong and balanced mind, and the culture of 
these powers comprehends, in most part, the 
prime end of mental training. 

Different minds possess these powers in dif- 
ferent degrees of strength. In some the facul- 
ties of observation appear most prominent, 
while in others we see more the ability to re- 
produce or elaborate, and still others excel in 
the use of language or the ability to express 
thought readily and clearly. But be the nat- 
ural tendencies of the mind as they may, its 
powers /(? do, are very largely the result of the 
training which the mind has had. 



14 

Then what system of mental training will 
be most efficient in the harmonious develop- 
ment of the above named powers ? 

In answering this question, there are three 
things to be kept prominently in view. 

I. The natural order in which the faculties 
of the mind develop. 

II. The branches of study best adapted to 
the growth and strengthening of these differ- 
ent faculties 

III. The method of instruction to be em- 
ployed in awakening in them a healthy energy 
at their various stages of growth. 

The mental faculties mutually influence one 
another in the several processes of observa- 
tion, retention, reasoning and judging. 

Thus grouped, with reference to their rela- 
tion in the different processes of mental ac- 
tion, the natural order of the mind's devel- 
opment may be stated as follows : i. Observa- 
tion. 2. Retention. 3. Reasoning. 4. Judg- 
ment. 

The faculties of retention and observation 
seem to be closel\' related in their processes 
and also in their time of development. The 
same may be said in reference to the faculties 
of reason and judgmtjnt; but the process which 
is first, both in time and importance, is obser- 
vation. 

The mind must first take in before it can 
retain, and the ability to retain depends upon 
the acccuracy of the perception. 

Nothing that can be said, however, on this 
subject is so instructive to those who will 
study it, as the child itself. 

Study its inquisitive nature as it begins to 
observe objects in the nursery, to reach after 



15 

things near and far. See it turn its rattle over 
and over, throw it down and pick it up again 
with new interest ; observe as it listens at 
sounds, and tastes everything that it can put its 
hands on. See it again, the little boy or girl 
of three or four summers, with a restless inquis- 
itiveness that wants to look into every drawer 
and nook and corner in the house; see every- 
thing that passes along the road or street ; ask 
more questions than even the 'good mother has 
the patience to an'swer. Then comes the incli- 
nation to memorize and speak little verses, 
hear and repeat stories, remember names, 
places, &c. Following this natural transition, 
at length we have the boy or girl in their teens; 
reflecting and reasoning, and looking with 
some degree of distrust upon the counsel of 
their parents and friends, but hardly willing to 
rely upon their own conclusions. And still 
farther on in life the maturing judgment gives 
us the more stable character of manhood and 
womanhood. 

It is important to recognize this natural order 
of growth in determining both the means and 
the methods of teaching, inasmuch as there is a 
particular kind of food and discipline suited to 
the exercise of each faculty, and upon the judi- 
cious application of these depends, in a large 
measure, success in education The powers 
may be cultivated with the best effect at the 
period of their natural activity. 

The teacher, then, who is acquainted with 
the natural growth of the mind (as every 
teacher should be,) knows better how to follow 
up mother Nature in her methods of education, 
by bringing to the attention of the pupils sub- 
jects suited to their several needs. 



16 

It is principally in a comprehensive knowl- 
edge of the natural growth and operations of 
the mind, that the teacher finds his most satis- 
factory answers to all questions relating to its 
highest culture. Let no teacher consider his 
library complete until it contains standard 
works on mental and moral science. 



LECL'URE II.— Mental Development. 



q 
> 



< 



r I. Ability to take in pictures or 
j imag-es ol external objects. 
1 2. Ability to retain these imagfes 
I. The End. -| in the mind and call them up at will, 
[ 3. Ability to elaborate. 
I 4 Ability to express thought cor- 
j^ rectly and readily. 



2 The system. 



00 



C. I 



I. As conditioned (Observation. 

on the natural or- j Retention. 

(ler ot the mind's | Reasoning, 
^development. [Judging. 

\2. As related to the mental food 
/or branches to be studied. 
[3. As to the method ofinstruc- 
\tion and discipline. 



1. Unnatural discipline tends to distorted cul- 
ture : ail means and methods must be made 
conformable to nature's laws. 

2. The power ot thought is obtained by sys- 
tematic thinking ; mental growth depends upon 
mental action. 

3. A protracted exercise ot the faculties tends 
to exhaustion and weakness, while a change of 
occupation renews the energy of their own 
action. 

4. "No exercise should be so difficult as to 
discourage exertioit, or so easy as to render it 
unnecessary." 

5. The teacher is not one who tells, but one 
who sets the learner's mind to work, directs 
and regulates its rate of advance. — Joseph 
Fayne,. 

6. Development must be harmonious. 



17 



18 . 
LECTURE II.— Mental Development. 

REMARKS. 

" The greatest events of an age are its best thoughts. 
It is the nature of thought to find its way into action." 

2 " Thought mrans lite, since those who do not think 
do not live in any high or real sense." 

3. " Miin is a thinkiig being, whether he will or no. 
All he can do is to turn his thoughts the best way." 

4. " It is only by labor that thought can be made 
healthy, and only by thought that labor can be made 
happy; and the two cannot be separated with impunity." 

5. Primary knowledge is acquired in two ways — by 
looking out through the senses or by .ooking in by the 
mind's intuitions. 

6. With the primary knowledge defective, all second- 
ary knowledge is to that extent unreliable. 

7. Confidence and ability in the expression of thought 
is m a large measure dependent on the faculties of ob- 
servation and elaboration. One cannot very clearly and 
distinctly express himself concerning a subject while his 
own ideas of the subject are somewhat indefinite. 

8. The foundation of unreliable scholarship is gener- 
ally laid in habits ot careless observation. 



MORAL CULTURE. 



Moral law is the basis of civilization and all 
successful human endeavor. 

*'To the thinking" observer," says Harris, 
"nothing can be more obvious than the fact 
that the whole fabric of society rests on the 
proper moral training of the youth." 

Says another writer : "There is a great law 
pervading the universe, which to know is wis- 
dom, to love is piety, and to obey is holiness. 
It is the perpetual revelation of the Divine will, 
the ceaseless manifestations of the Deity to 
man. By it the heavens revolve, declaring as 
they pass, the glory of God. By it all nature 
lives and moves in delightful harmony It bids 
the busy ant provide her meat in the summer, 
and the bird of passage to fly from the winter 
storm." 

That mankind may come into harmony with 
this law in its applications to the individual, to 
society, and to the State, comprehends in most 
part, the end of moral culture in the school. 

There are certain faculties or powers in each 
individual which tend to bring him into har- 
mony with the Divine Will, and hence upon their 
•development depends his moral strength. To 
form a basis for reliable character in the pupil 
six things are essentially important. 

I. To develop a clear and diserimi- 
nathuf moral sense — an ability and ten- 
dency to draw the line betw^een right and wrong 
with clearness and dispatch. Upon this power 

19 



20 

rests very largely the decision of character. 
With a hin^hly cultivated sens.: of the risrlit, 
there is not so much a tendency to parley with 
the wrong-, to yield to evil associations. 

ir. To cultivate a love for Ihe trtitJt 
tntd the rfffht, a desire to do what is right 
for right's sake. ^. 

III. To iiisj>h'e <i amftdence in the 
tendencies find poiver of trut/i. It is nat- 
ural for the youth to admire that which pos- 
sesses the elements of strength and success. 
.■\ consciousness of the power and outcome of 
right principles creates a desire to seek results 
through obedience to the laws of truth. 

IV. To inspire n confidence in hu- 
mfinitff and develop a tendency to look for 
the good instead of the evil — "to recognize the 
good in all, and to receive good from all." 

The mind that feeds on the failings of others, 
gets little to nourish the hopes and purposes of 
a noble life. 

V. To aivahen €i confidence in God as the 
author of all truth and of all law, and in Jesus 
Christ, as the great teacherand Redeemer, the 
source of energy and the revealer of truth. 

VI. To inculcate in the mind of youth pure 
motives and purposes, whereby they may be 
continually led into the pursuit of noble ends. 

"The soul that has no singleness of aim is 
distracted and divided, and loses its power "--- 
Clark. Says Horace Mann : "When a teacher 
stimulates a child to the performance of actions, 
externally right, by appealing to motives in- 
trinsically wrong, he sells that child into bond- 
age to wrong motives." 

Such, then, may be regarded as the principal 



21 

elements that constitute the end of moral train- 
ing. Th(* means by which this end may be 
reached are various ; dep.Miding upon the cir- 
cumstances and the dispositions of the pupil. 

"To teach morals." says Chas. Brooks, "is 
first to impart moral ideas into children's minds 
by words, and then, by exercise and example 
to make those moral ideas become active prin- 
ciples embodied in the life." 

The jtrincipftlnieaiis to be employed in 
moral culture are in the main as follows : 

I. The ijeiierai hearinij of the tefirJier. 
Children are among" our best observers. They 
are not long" in discovering th;^ motives and 
principles behind the teacher's actions. His 
habits, his temper, his impartiality, and his 
justice, together with the interest which he 
feels in the work of the school, are readily seen 
by the pupils, and have a great influence in 
determining their dispositions and motives. It 
lias been aptly said by Niemeyer : "What 
children see constantly done by those whom 
they respect and love, they soon come to think 
is what ought to be done." "The first work of 
a teacher," says Reynolds, "is to honor by his 
own example the precepts which he recom- 
mends." 

He should be true to his pupils, true to him- 
self, and true to the profession which he has 
chosen. 



"O'er wayward children wouldst thou hold firm rule, 
And sun thee in the light ot happy faces ? 
Love, hope and patience — these must be thy graces, 

And in thine ow;! heart let them tirst keep school." 



22 

II. Moral insf ruction. This may be 
either direct or indirect. 

i'here are many cases in which it is neces- 
sary to teach children directly what is right 
and what is wroni^r ; but the most lasting im- 
j)ressions, those which become blended into 
the individual character, are mostly obtained 
by indirect instruction — instruction in which 
the moral food is mixed with the intellectual. 

The mcfnis to be employed in this instruc- 
tion are in most part as follows, viz: 

c?. Discussions on morai questions by 
the teacher and the pupils. These subjects 
may be selected by the teacher, and introduced 
at such times as may seem best. There should 
be great freedom in the discussions. The 
time, nature of the subject, and method of dis- 
cussion must be left to the common sense and 
good judgment of the teacher. 

h. Declamations and Composition 
Writing, Noble thoughts committed and 
recited in well selected declamations, or gath- 
ered up and embodied in essays, furnish a 
wholesome food for the moral faculties. In 
these exercises the pupils not only strengthen 
themselves, but they help and encourage one 
another. A moral principle, searched out and 
expressed by a pupil, is often more readily re- 
ceived than if it had been presented directly 
by the teacher. It is difficult to measure the 
moral influence that a well-arranged school 
exhibition may have on a community. The 
ennobling thoughts rehearsed by the children 
take root not only in their own minds, but also 
in the minds of the parents. 

c. Text-Books and Literature, Every 



zo 



book, mafrazine or newspaper read, has its in- 
fluence either for or against moral culture. 
''Books, like teachers, must have morality in 
them or else they cannot impart it." Especially 
is this true in regard to school readers. 

d. Stories and Anecdotes Selected 
from H istort/ and Bioqraphy, "To hear 
about good men," says Richter, "is equivalent 
to living among them." The boy who reads 
Dr. Livingstone's travels in Africa, the boy- 
hood days of Franklin, or the life of William 
Wilberforce in his efforts for human freedom, 
will imbibe principles and motives of action 
that will ever tend to inspire and direct him in 
a more noble life. 

The girl who follows Elizabeth Fry through 
her prison work in England, or Mary Lyon, 
struggling against great difficulties to obtain 
an education, and afterw^ards in her successful 
labors at Mount Holyoke Seminary, will have 
a nobler heart and a better appreciation of the 
opportunities and responsibilities of her sex. 

Moral lessons are the more lasting, as they 
are blended with the common stock of knowl- 
edge \vhich the pupil acquires. 

Pupils much prefer being instructed in 
knowdedge to being lectured on morality. 

in. The Exercise of the Jfloral Faculties, 
The secret of successful teaching is to excite 
and keep alive a spirit of wholesome activity 
among the pupils. As with the mental and 
physical powers, so it is with the moral faculties. 
They strengthen by exercise, but w^eaken by 
inaction. The tendency and powder to do right 
comes by doing right. The inclination to think 
nobly is obtained by dealing with noble 
thoughts. 



24 

Dunning has well said : " Character is forined 
by training rather than by teaching. A teacher 
cannot lecture a child into good manners, nor 
change habits of any kind b)- the longest 
speech. Habits are changed only by repetition 
of doing, and it is in these doings that training 
consists." 



LECTURE III.— Moral Culture. 



D 
H 

D 
U 

< 

o 



f f r. As to the \ TT • i , t^- • 

General. / Harmony with the Divine will. 









c 



< 



r 



4- 

5- 

^ I 6. 
I 
I 7. 



A clear and discriminative moral sense. 

A love for the truth and the right. 

A confidence in the tendencies and 

power of truth. 
A confidence in humanity. 
A confidence in God as 'the author of 

truth. 
The inculcation of pure motives and 

noble purposes. 
Habits of moral obedience. 



I. The general bearing of the teacher. 



c J 

O 



I. Direct. Precepts 



(I 



e. 



Discussions on moral questions. 

Declamations and Composition writ- 
ing. 

Text-books and literature. 

Stories and anecdotes from history 
and biography. 

The neatness, arrangement and sur- 
roundings of the school-room. 



HI. Exercise of the \ f l"" ?T§^ "?^/- 
moral faculties. ] ^- ^^ ^f^'l^.^^ "g^t. 

( c. In thinking nobly. 



LECTURE III.— Moral Culture. 



PRINCIPLES STATED. 

I. "What children see constantly done by those whom 
they respect and love they soon come to think ought to 
be done.- — Nicincycr. 

2 " Nothing can influence character like character," 

3. "Character is formed by training rather than by 
teaching." — Dunning. 

4. a" tendency to do right is acquired by right doing. 
A pure and noble mind results from thinking pure and 
noble thoughts. 

5. " Believing that a boy has some good in him and 
letting him know that you believe it, is one of the best 
means of putting it there." — N. A. Calkins, 

6. "To hear'about good men is equivalent to living 
among tliem." 

7. Moral lessons are the more lasting as they are 
blended with ihe common stock of knowledge which 
the pupil acquires. Pupils much prefer bemg instructc^d 
in knowledge to being lecturerl to on morality. 

8. "Motives are better than actions. He that does- 
good for good's sake, seeks neither praise nor reward, 
though sure ol both at last." 

9 " The great ends ot lite are best gained bv him who . 
in all his conduct, is animated by the love of Christ." 

10. " The soul that has no singleness of aim is dis- 
tracted and divided, and loses its power." 



PHYSICAL CULTURE IN THE SCHOOLS. 



Education in its chief end coinprehends a 
complete culture of the entire person. 

The natural independence existing between 
the body and the mind is such, that to secure 
a complete development ot either there must 
be a harmonious development of both. Phys- 
ical culture, therefore, is a part of the teacher's 
work. In addition to the education of the 
moral and m.ental faculties, there must be that 
physical training necessary to secure the 
growth, health, and right tendencies of the 
body. For evidences of the needs for physical 
training, we have but to refer to the large 
number of students continually coming out of 
our schools, ill of health, deformed in stature, 
ungraceful in their movements, embarrassed 
with injurious and uncouth habits, and without 
sufficient energy to follow up the desires and 
purposes of an active mind. 

Teachers often meet with discourag;ement in 
the influences that surround the pupils in their 
home association. Perhaps there is no part of 
the teacher's work in which discouragements 
are more common than in their efforts toward 
physical culture. Yet there is much that the 
conscientious teacher can do for the health 
and general bearing of the student. 

In order that the efforts put forth may be 
proper and rightly directed, it is necessary in 

27 



28 

this, as in mental and moral culture, that there 
be a purpose and plan definitely defined in the 
teacher's mind. There should also be a knowl- 
edge of the organism of the humm body, with 
the l;).ws that govern its growth and activity. 
Presuming, then, an acquaintance with the 
anatomy and hygiene of the body, it remains 
for us to inquire into the best means and meth- 
ods for its training. 

The end of physical culture may be noticed, 
under the following five subdivisions. 

I. Bodily strength and synifnetrti, ' 
These are but the outgrowth of natural devel- 
opment. Any weakness or deformity, how- 
ever slight, has its origin in the violation of 
one or more of the natural laws of growth. 
The body becomes stouter and more capable 
of resisting disease as all the different parts 
are proportionally developed. 

And there is aii influence in the dignity of 
bearing which is too lightly esteemed by many 
educators. The student who comes out of 
school with hollow cheeks, humped shoulders, 
or boorish habits, commences the race of life 
to a disadvantage. If he be not more subject 
to disease, his general appearance is taken as 
an index of his lack of energy and self-respect, 
and is an influence against him. Some very 
strong and good men have had their bodily 
infirmaties, yet these defects cannot be taken 
as marks of greatness. Even nose-glasses, as 
worn by our young collegiates, cannot be es- 
teemed more than prima facice evidence of 
scholarship. 

I I . The discipline of the physical powers. 
Development and discipline are very closely 
related, yet one is not necessarily the result of 



29 

the other. Discipline fosters development, but 
development does not, of itself, secure dis- 
cipline. Development signifies a growth of 
the different parts of the bod)- ; discipline de- 
ncjtes a control of these parts by the will. 
That the body may serve the soul that lives in 
it, it must be disciplined into obedience to the 
will that dictates its movements. 

The limbs must be trained to move, the 
senses to perceive, and the voice to modulate. 

III. Correct Fiabits in bodilif movements 
and posture. What an individual is or will 
be, is very largely determined when his habits 
have been formed, l^ersonal influence, phys- 
ical capabilities and moral tendencies are the 
resultant outgrowth of fixed habits. 

IV. JVaturalness in the bodily appetites. 
The appetites are either natural or abnormal. 
They originate in the bodily needs or they are 
created by outward influences. The gratifica- 
tion of the natural appetite supplies the needs 
of the body and maintains a healthy growth 
of its organism. The abnormal or unnatural 
appetites may be a craving for what is poison- 
ous to the vital energies, as tobacco, alcoholic 
drinks or morphine ; or it may be simply a de- 
sire to partake of what the system does not 
need (as in a case of over-eating). In either 
case the gratification of the desire is pernicious 
in its eftects. 

V. ^1 ivholeso^ne energy , Man is not by 
nature a lazy animal. The healthy child is full 
of life and industry. If the grown up man or 
woman be sluggish and indolent it is not the 
fault of nature, but rather the result of disease 
and wrong tendencies acquired through bad 
training, or it may be no training. Then, to 



30 

foster the life, and direct the spirit of industry 
found in childhood, should be one of the chief 
aims of education. 

The means and ntcthods b}' which the above 
named ends may be best attained are some- 
what difficult to classify and define. The 
means to be used, and the methods to be em- 
ployed, are so blended together that the end 
seems to be accomplished more by the method 
becominc^ the means, than through means in 
the hands of methods. 

(<^). The nature and arrang^ement of the 
school rooms aud school furniture have 
an influence in the ph\'sical as well as the moral 
and intellectual training of children. The 
shape and size of the room, the location and 
arrangement of windows for the admission of 
light, the means for heating and ventilation, 
the kind, height and arrangement of desks and 
recitation seats, the position of teacher's desk 
and blackboards, &c., with the cleanliness and 
attractiveness of the entire room, have a bear- 
ing upon the symmetry, health, industry and 
cheerfulness of the school that must not be 
overlooked. 

Bring an uncouth, aimless boy for the first 
time into a comfortable, well-ventilated and 
well-lighted school room. As he seats himself 
and looks around upon the tidy desks and the 
clean floor and the fresh-looking maps and 
pictures before him on the wall, he begins to 
straighten himself up with a dignity of bearing 
and to feel impulses of courage and self- 
respect and purpose never known to him before. 

{d) . The posture and inovements of the pu- 
pils should have proper attention. The practice 
of allowing children-to sit on desks too high or 



too low, or of permitting them to lounge in 
their seats, is productive of bad results. If 
there should be no bodily deformities there 
will be formed awkward and unnatural habits 
of sitting, to embarrass the student in after 
life. Children who are required to sit in an 
erect and natural attitude are not only more 
healthy and symmetrical in their growth, but 
they are more cheerful and energetic because 
of the more favorable condition of their vital 
organs. 

ic). The Iiafnis and general appearance 
of the teacher have a telling influence on the 
conduct and bearing of the pupils. Ex- 
travagance in anything is an indication of bad 
taste, but the teacher who would be a good 
disciplinarian must continually bear about in 
his own body the marks of good training. He 
must observe habits of neatness and show a 
natural gentility in posture and actions. 

{d). Gymnastics and Calisthenics have been 
introduced into many schools with good re- 
sults. These systematic exercises, when un- 
der the direction of a competent instructor (as 
such exercises should be), may be made a 
means for securing, what the term calis- 
thenics implies, — "beautiful strength," — whole- 
some energy, natural symmetry and graceful 
movement. 

(e). Pupils should be instructed in the 
principles of physiology and hygiene. 
This instruction may be given in part by means 
of text-books and in part by oral teaching. 
By a system of oral lessons, a thing indis- 
pensably necessary in the lower-grade work, 
children may be interested and receive infor- 
mation on many things pertaining to the 



32 

science of health, which they should learn be- 
fore they can be expected to take up Physiol- 
ogy as a regular study in school. 

Instruction given on the principles of health 
should be accompanied by teachings on physi- 
cal morality. The child should learn, at a 
very early da\/. not only how to grow and keep 
well, but he should be made to believe that it 
is his duty to preserve his health; that every 
time he violates a law of hygiene he commits 
a sin, and that any indulgence in this direction 
"will bring its penalty bitter and sure."' 



33 



LECTURE v.— Correct Habits. 



C A habit is a tendency to perform cer- 
I. Definition.-/ tain actions wiiich is acquired by 
( their frequent repetition. 
C I As relating to actions and 

I. Physical, < positions of the body. 

( As relating to the appetite. 



2. Kind. -I 2. Mental. 



I As relating to the actions of 
i the mitad as a whole. 
"j As relating to separate fac- 
I ulties of the mind. 



I As relating to the tendencies 
Moral ^ of thought 

/ As relating to actions. 



a: 



< 



\'alue. 



1 . As a pri- \ Being essential to substan- 
mary end, ) tial character. 

2. As an aid in the management of the 
school. 



u 



4. Aids 
in forma- 
tion of 



5. How 
secured. 



I I. Right classification o#pupils in studies. 

2. Arran.rement of work inorogramme. 

3. The seating and arrangement of the 

school. 



r I, 



It should be something 
, definite to do, that they 
can .do. and that will 
occupy their time. 
It should be so done that 
the pupils' efforts may 
be graded at each reci- 
tation. 



5. The recitation or work of pupils in class. 

6. Good habits in the teacher. 



4. Pupils' I 
work out of -{ 
school. 



I. 



3- 



By repeated efforts. 

By not trying to form too many new 

habits at the same time. 
By working in harmony with nature's 

laws. 



34 

LECTURE v.— Correct Haiiits. 



Principles Stated. 

1. The ability and tendencies of an individual arc 
largely determined by the habits formed, 

2. The formation of correct habits tend to bring youth 
into harmony with the principles and laws of truth, and 
this is freedom. 

3. " Habits render labor easy and the performance of 
duty a pleasure " — Tate. 

4. " Habits fortify us against bad example and shield 
us from the force of sudden temptation." 

5. " Intellectual habits are not less essential to man than 
those habits that have relation to conduct." 

6. "The habit of working out results from first princi- 
ples and not by rules exercises a most salutary influence 
in the development of the faculties of children." 

7. The habit of relying on one's own efforts in place of 
depending on help from others, has a healthful influence 
in the formation of reliable character. 

8. In its natural condition the body is symmetrical in 
form and graceful in posture and movement. The young 
man who comes out of school with protrusive chin, 
humped shoulders and unseemly habits, commences the 
race of life to a disadvantage. He may possess a discip- 
lined mind, stored with knowledge. Yet his appearance 
is taken as an index of his character, and is an influence 
against him. 



35 



LKCTURE VI.— Powers of Observation. 



f i The five bodily senses and the tac- 

I I. Definition. -j ulties of the mind that use them con - 
( stitute the powers ot observation. 

2. Their place in the natural order of the mind's 
development. 



Z 

H 
-r 

> 

CO 

C 

o 

CO 

P^ 

o 



3. As to 
importance. 



4. How Cul- 
tivated, 



5. Principles, 
Stated "1 



1. In the acquisition of knowledg-e. 

2. As an aid to memory. 

3. As a remedy against timidity. 

4. As rdatefl to the expression of 

thouj^jht. 

5. As essential to accurate schol- 

arship. 



1. By repeated and accurate obser- 
vation. 

2. By the reproduction of images 
taken into the mind by observa- 
tion — the description of things 
seen. 

3. By the natural method of instruc- 
tion. 

4. By studit s in the natural sciences. 

I I. " Before a child is capable ot 
I talking its education should be 
commenced, 
2. The five senses — the inlets of 
its earliest knowledge should, 
receive the most careful atten- 
tion, that habits of accurate 
observation may be early 
formed . 
4. The reliableness of the mem- 
ory and the accuracy ot the 
judgment are dependent upon 
the culture of the powers ot ob- 
servation. 



36 



LECTURE VII.— Memory. 



i^ Definition. 



Memory is the faculty for retaining- 
and recollecting images or ideas in 
the mind . 



2. As to the kind. 



O 



S Spontaneous. 

\ Volitional — recollection. 



3. As to place in the natural order of the mind's de- 
velopment. 

^ , . • ( I. As preliminary and auxiliary to all 

4-. /vs to im- y r ^i_- 1 • 

^ , ' processes 01 thmkm<j. 

portance. J ,' <■ , '^ 

^ f 2. As a source of pleasure. 



1. Cultivate habits of careful ob- 

servation as a basis. 

2. Disencumber the mind of 

things frivolous. 

3. Cultivate the habit of system- 

atic study by instruction 
given on a regular and con- 
nected plan. 

4. Cultivate attention. 

5. Cultivate a tendency to trust 

the memory. 

6. Cultivate the habit of associat- 

ing things easily remem- 
bered with those recalled 
with greater difficulty. 



How aided in 
development. 



i I. Do everything with attention. 
Remarks. < 2. Things are easily forgotten because 
f they are not accurately known. 



37 

LECTURE VIII.— Course of Study. 

The development of the mental 

powers. 

™, \ 2. The development of moral powers. 

'■ . ^ 1 \ •^. The formation of w-ood habits of 
prime end. ^ -^ ^^^^^j^,_ 

4. The acquisition of knowledge. 

5. To create a thirst for knowledge. 

^ til. Meditate — language- -books. 

-. ouan.cs ui 1 ^ Immediate— observation— mtui- 
knovvledge. ^ ition. 

With reference to the above named 

end. 
With reference to the natural or- 
3. How de- J der of the mind's development. 

Q termined. ) 3. With reference to the nature of the 

D / different branches of study and 

the relation of those branches to 
the different faculties of the mind 

O 1 /i. Lessons in natural history, — 

^ / principally object lessons. 

c/^ I f Reading, vocal culture, 

^ , \2. Lau-l&c, spelling, language 

Q / Primary in- j gu^S^- 1 lesrsons. essays, letter- 

U / struction \ Iwritinp-, etc. 

3. Numbers, arithmetic, &c. 

4. Lessons in geography and histo- 
ry — Instruction, in most part, oral. 
,5. Penmanship and drawing. 

. Natural science. 

] Reading,elocution,&c.; 
2. Lan- J English or some other 
guage. j language, essay writ- 
^ , , I ing continued. 

..econaary^^_ Arithmetic, Algebra, &c. 
instruction. \^^ Geography and history, with 
essays. 

5. Lessons in political and moral 
science. 

6. Drawing. 



<^ 



CO 



38 
LECTURE VIII.— Course of Study. 



PRINCIPLES STATED. 

1. All courses of study, methods of instruction and 
government should be determined with reference to the 
formation of correct habits and the natural development 
of powers. 

2. A normal development of powers through the im- 
partation of useful knowledge is ideal success in teaching. 

3. They who love learning will have learning. 

4. The subject matter in a course of study should be 
selected with reference to the natural order of the mind's 
development, the purity of the thought to be infused, and 
tho practical needs of the pupil. "Children should be 
taught only what they are capable of understanding." 

5. The development of the moral and intellectual pow- 
ers is more important than the acquisition of knowledge. 

6. The mind should occupy itself with different depart- 
ments of study in a philosophical order. 



39 



LECTURE LX. — Preliminary Work of Teacher. 



u 
< 

O 

o i 
< 



Ph 



I . Before opening 
a term of school. 



2. Preparation 
for each day's j 
work in term 
time. 



4- 



There should be a definite un- 
derstanding between teacher 
and employers. 

A comfortable boarding place 
should be secured. 



Teacher should see that the 
I. Clean. 2. Fur- 
niture and fixtures 
( properly arranged 



school room 
is in order. 



4. Teacher should have a definite 
plan of organization. 

The above results should be se- 
cured before the morning on 
which the School commences. 

5. The seating and partial clas- 
sification of pupils before the 
formal opening of the school. 

To see that the school room is 
put in order. 

The preparation of^ each lesson 
likely to come up during the day. 

The consideration of any miscel- 
laneous work likely to come up 
during the day. 

The examination of such work, 
brought up by pupils, as it was 
not convenient to examine during 
the recitations. 



40 
LECTURE lY. — Preliminary Work of Teacher. 



REMARKS. 

1 . The teacher who comes to a clean and well-arranged 
school room, on the first morning- of school, with a definite 
plan of organization and work, will be apt to have a 
pleasant day for himself, and be likely to make a favorable 
impression upon his pupils that will last through the term. 

2. It is important that the preliminary work of each day 
be done in most part the day before, that the teacher may 
begin the day's work rested and refreshed. 

3. The exercise of a proper precaution in looking after 
the arrangement, temperature, ventilation and cleanliness 
of the school room before the commencement of the day's 
work, and before the commencement of work after ea h 
recitation, will yield a rich reward in the order and pro- 
gress of the pupils and in the ease and satisfaction of the 
teacher 

4. The teacher who goes into school with the lessons of 
the day all thoroughly prepared will have but little need 
of reference to the text during the recitations. Thus freed 
from a dependence on the text-book, the teacher is at 
liberty to give the more attention to the subject matter of 
the lesson and to the general wants of the school. 

5. In preliminary work the teacher often meets with 
that which is called by some school-room drudgery. Such 
is not the most pleasant part of school work, but it is 
essential, and if not done by some one else it should be 
done by the teacher. A love for the work and an abiding 
interest in those for whom we have undertaken to labor 
is the best panacea fcjr all such ills. 



41 



LECTURE X. — Programme. 



w 



< 

o 
o 



I. Prime 
End. 



f I. Economy ot time. 

I 2. Aid in the government ot the 

I school, 



j 3. Interested work amongthe pupils. 
I 4, Justice to each class. 
[5. Good habits of studv. 

f I. By the nature ot the studies. 

2 How ' ^- ^y ^^^ ^?^ ^"'^ advancement 

'determined, j S^ '^^ P'^P^^ ,, , 

I 3. By the size ot the classes. 

[ 4. By the number ot classes. 



-a 
<v 

CO j 

:§^ i 

o 

c 

0^ 



1. Arrange tor the less interesting studies 
when pupils are most inclined to study. 

2. The best time to have a student recite is 
when he feels least inclined to study. 

3. The largest classes should recite when pu- 
pils are most restless. 

4. The younger the pupils, the shorter and the 
more trequent the recitations. 

5. The mind should occupy itselt with different 
departments ot study in a philosophical order. 

6. He has the most time who best uses the 
time which he has. 



42 

PROGRAMME. 



Time. 


830 


840 


850 


9 20 


945 


10 


10 20 


1045 


I I 

II 25 


II 45 


I 30 


2 


2 15 


2 40 


305 


320 


330 


345 


405 


415 


430 



STUDIES AND EXERCISES. 



Openinjj^ exercises. 

^'First reader class. 

Grammar class. 

fPrimary g'eoijraphy and history. 

First reader class. 

Second reader class. 

Third reader. 

Recess. 

11 Place work on board to he copieJ by class in 
aumbers. 

Geography and history. — A. class. 
Language lessons 
Class in numbers. 

Noon. 

I! Place work on board to be copied by class in 
first reader. 

Arithmetic. — A class. 

First reader class. 

Arithmetic. — B. class. 

Penmanship. 

Recess. 

Oral lessons. 

Second reader class. 

Fourth reader. 

First reader class. 

Orthography or phonics. 

Closing. 



*First reader class iucliiiles the chart cIuks 

tGeography and history a-e taught conjointly 

HThis ruay bedouednring lece-s or at close of recess bet' ire recitations. 

The subject matter of a prograinme can not 
be fully arranged till the wants of the school 
are known. The above is given as suggestive 
of what may be the programme of an ordinar}' 
district school. 



43 



LECTURE XI.— The Recitation. 



g 

< 
H 

U 

W 

Pi: 

w 
a: 



( I. D( vtriopment of pocers— chiefly ot 

t^xj)ression. 
I 2. Inciease of pupil's kiu^vleclge of sub- 
I Prime ' -'""^^ matter. 

end 'i ^' ^'^ awaken an intei'est in subject 
j matter. 

I 4 To teach pupils how to study. 
I 5. To stimulate thoug^ht and create an 
(^ enthusiasm for study. 

\ I. Review ot previous lesson. 

2. Work to I 2. Examination of work done by pupils, 

be done. 5 3 Discussion of subject matter. 

( 4. Assignment of new lesson. 



e. 



Position 
of class. 



4. Order ol 
recitingr. 



fi. Should be in convenient view of 
I the blackboard, 

4 2. Class should be so situated that 

teacher can see the eyes ot each mem- 

l ber trom different points in the room. 

\^ 1. There should be no head to the class? 

2. Call on the timid and disinterested 
olten. 

3. The manner ot reciting should be 
"^1 tree and natural. 

4. The subject matter ot the lesson 
I should be introduced in a system- 
( atic order. 



44 
LECTURE XI.— The Rfxitation. 

REMARKS. 

1. Though the parts of a recitation will not, as a rule, 
be in the order above giv^en, yet these are essential parts 
ot a recitation and should be regarded. 

2. The assignment of the lesson generally receives 
too little attention. Each pupil should have assigned 
him something definite to do that he can do and that 
will occupy his time. 

3. A common error in assigning a lesson is in attempt- 
ing too much. This leads to a lack of thoroughness 
and hence a lack of interest. 

4. "Schools spend too much time in teaching facts, 
and not enough time in teaching methods of study. " 

5. Teacher should guard against the habit of talking 
too much in the recitation. It is the part of the pupils 
to recite the lesson and not the teacher. 

6. A pupil is best helped when encouraged to help 
himself. 

7. The true teacher is an inspiration to rffort and not 
one who simply imparts instruction. 

8. The most satisfactory mrthod is that which will 
secure the greatest amount of work from each member 
of the class at each recitation. 

9. The recitation should not proceed in the presence 
of inattention and disorder. 

10. The influence of the rt-ciiation should be to direct 
the minds of the class to the subject and not so much to 
the contents of the text, and to develop in the pupils 
habits of self-reliance in place of too much dt-pendence 
upon the help of the teacher. 

11. The student that knows least about the lesson has 
the greatest need of the recitation. 

12. " One difficultv at a time t ) children. " 



45 
SCHOOL GOVERNMENT. 



INTRODUCTORY REMARKS. 

School government is generally regarded as 
the most difficult part of school work. 

It has been estimated that ninety per cent, 
of all the failures in teaching have had their 
origin in bad government. Clesely related to 
the above conclusions is an idea somewhat 
prevalent among educators and others, that 
the power of governing is a part of the individ- 
uality — that government is neither an art nor 
a science — that it is a "natural gift," rather 
than a power that can be acquired by observa- 
tion, study and practice. 

Some persons are, by nature, better adapted 
to the work of school government than others. 
Just so we find some persons more naturally 
adapted to the study of mathematics, some to 
the natural sciences, and some to the study ol 
the languages. 

While one branch of study may be learned 
more readily by one person, and another more 
readily by another person, a general knowledge 
of either branch may be acquired by any one 
who will give it sufficient attention and effort. 

And cannot the same be said with reference 
to school government ^ 

A knowledge of mathematics implies an ac- 
quaintance with certain general principles in 
their application to the solution of problems 
and the demonstration of theorems. 

What of school government .'* Is it not also 
a science .'' Are there not certain general prin- 



40 

ciples that undt-rlie the control and discipline 
of children ? — principle that may be learned 
and observed by teachers with definite and 
practical results, just as one may learn and 
employ the principles of mathematics, chemis- 
try, physiology, or any other science. 

And is it not the case that the successful 
governor is successful largely because of his 
obedience to these laws or principles ? 

If school sovirnnient is a science then we 
are able to explain why it is that we have so 
many failures. Those who have had instruc- 
tion in government have studied it more as an 
art than a science. 

It has been too much the custom to study 
the plans of successful governors and managers 
of schools and then endeavor to govern as they 
governed. Normal schools have thus far done 
but little more than instruct their pupils in em- 
pirical methods. 

Some very excellent methods have been in- 
troduced and in a large number of cases very 
much to the improvement of the schools. Yet 
on the introduction of these same methods 
under different circumstances, there have been 
some bad results. 

These facts do not show that there can be 
no satisfactory methods, so much as they show 
that methods must not be empirical. They 
must be able to adjust themselves to new cir- 
cumstanccN and therefore cannot be determined 
by experience alone ; they must be based on 
principles as well. School government is both 
a science and an art. As a science, mental 
and moral philosophy and physiology form the 
basis. 



47 



LECTURE XII.— School Government. 
I. A means to an end. 

fi Development of powers. 

2. The end \ ^' Fo''"^ation of good habits. 

I 3 Protection ot individual rights. 

[4. The facilitation ot instruction. 

(I. Government from within self-gov 
3 Kind. -I ernment. 

( 2. Government from without. 



Z 

> 

o 
o 

o 

n 



U 



f 



u 
,0 



bj: 



> 
o 
C 



I. As to 
class. 



< 



J2 ^ 



I. Influence 
acting from 
without. 



2 Principles 
acting from 
i within. 



i I. Moral force in 
< the teacher. 

( 2. Brute force. 

'' I. Intelligence. 

2- Mor'l strength. 

3. Interest in 
[ study. 



Forces acting irorn withoat. 



Principles acting from within. 



Brute force. 



Moral force in teacher 



Brute Forco. 




48 



LECTURE XIII.— School Government 



1. A good classification of School. 

2. A clean and well arranged school 
room. 

3. A wholesome industry among the 
pupils. 

5 Collateral f Temperature of school 

aids to gov- -I . ^ 1 ^ I room. 

° 4. Comlort ,r ,-, • f u 1 

ernment, ^ . ., -^ Ventilation of school 

ot pupils. 

^ ' I room. 

I Seats, posture, Szc. 

5. A systematic plan tor calling and 
dismissing classes. 

6. Well conductL'd recitations. 



H 
Z 

Cil 

2; 

Pi 
w 
> 
c 
o 

o 
o 

u 






03 

C 

a; 

Oh 



3 

PC 



I. Rules. 



1. Number. 

2. When made 

3. By whom made. 



2. Offences. 



3. Penalties. 



f I. As to 
! intent. 



I. Kind. J 



2. As to 
I circum" 
[ stances. 



Criminal. 
Not crimi- 
nal. 

Public. 
Secret. 



I From a knowledge of 
2. Llow J the motive 
treated ' From the nature ol the 
offence. 



I. Kind, 



2. Where 



f Should not be stated 
j to the school. 
j There is great pow- 
[ er in mystery. 
Depends on the na- 
ture oi the offence. 
^ inflicted. I Not, as a rule, in pres- 
[ ence of the school. 
[ Depends on the na- 
3 When j tureofthe individual 
inflicted. ) and the circumstan- 
[ ces of the offence. 



49 



LECTURE XIV.— School Government, 



H 
Z 

w 

> 
o 
o 

o 

o 

X 

CO 



o 

Q 

c 



O 



I Teacher must so instruct as to awaken 
an interest. 

2. Teacher must exereise common sense. 

3. Teacher must respect his personal ap- 
pearance and cultivate good habits. 

4. Teacher must have broad views — be 
unselfish and tolerant. 

5. Teacher must be precautious. 

6. Teacher must have confidence in hu- 
manity. 

7. Teacher must have faith in God. 

8. Teacher must govern himself. 
9 Teacher must be natural. 

1. Don't say too much about order. 

2. Don't make threats. 

3. Don't get out of j By loud talking, heavy 
order yourself ( walking, &c. 



9- 
10, 

II. 



Don't look for acts of disobedience — 
look for the best. 

Don't treat your pupils as though you 
are afraid to trust them. 
Don't expect too much of children. 
Don't be perplexed by the noise and 
pranks of pupils. 

" Don't trouble trouble while trouble 
don't trouble you." 
Don't scold or use tobacco. 
Don't adhere too closely to non-essen- 
tials of any system. 

Don't neglect to take advantage of aux- 
iliary aids. 



50 

LECTURE XIV.— School Government. 

PRINCIPLES STATED. 

1. " The aim of your discipline should be to produce a 
self-governing' being, not to produce a being to be gov- 
erned by others." — H, Spjiicer. 

2. " We might as well expect children to be ten feet 
high as to expect them to have judgement in their tenth 
year. — R'tsse'ni,. 

3, •' A teacher who furnishes that regular and constant 
occupation which commands the attention of all the pupils 
during the several exercises of the day, thereby gives the 
best assurance of ability to mma^-e a school successfully. 

Indeed the secret of maintaiaing good discipline chiefly 
lies in thi'^. " — Henry Kiddl>'. 

4, Activity is a law of childhood, Success as a teacher 
depends upm the proper guiding of this activity. 

5. "The bist order docs n3t consist in maintaining any 
fixed posture, nor in absolute quietness, but rather in that 
interested attention to the lessons which so occupies the 
minds of the pupils as to leave no inclination for disorder." 
— .V. A. Calkins. 

6, " The secret of successful discipline lies almost wholly 
in the ability of the teacher to give every pupil something 
to do just suited to his capacity. " — Lind. 

7, Kindness is power ; love and not fear is the greater 
rulin.j principle —fable of the wind and the sun. 

8. Rewards and punishments are but necessary evils, 
They appeal to the lower feelings and may be appealed to 
when higher motives fail. 

6, Bad acts repressed are not good habits formed. 

10. The en 1 of govern iient is fully attained only when 
order is maintained through the development of substan- 
tial character. 
1 1 Ability x.o<}ovn)'n well implies the ability to instruct well. 

12. " The spirit of a gentleman depends on nothing so 
much as upon the sentiment of self-respect. It is a higher 
principle than the love of applause It looks to the actual 
attainment while the latter looks to what may be thought 
to be. It makes one control his appetites, his passions, 
and his speech. V\ ithout it a person can neither win nor 
retain the respect of others ; with it he cannot fail to be 
respectable and respected. " 



51 



LECTURE XV.— Teaching Reading. 






r 1^ 

< 



Prime 

eiul. 



1. Abilitv to gather the ideas expressed 
by the writer. 

2. Ability to convey these ideas to the 
minds ot others. 

3. Ability to understand complex lan- 
guage readily. 

4 Culture in language. 

5. Cultivation of a literary taste. 



2. Special end in recitation. ) ^^Ij"''^ ^^ ^^^ ^'°'^^- 
' Cultui 



3. Qualities ot , 
good reading, j 



ire of the eve. 



[ I. Correct pronunciation of words. 
I 2. Firmness and distinct articula- 
tion in the enunciation ot words. 
I 3 Natural emphasis. 
[4. Natural expression. 



4. All reading should he natural. 

5. Selections read should not be beyond the pupils' 
comprehension. 

6. Pupils should be required to memorize choice se- 
lections tor drill exercises. 

7. Ii-. first second and third readers all, or a portion, 
of each lesson should be printed on j)aper or 
slate, till pupil can write, then written in script. 

1. A general drill on sounds a.^l enun 
ciations. 

2. Reading— collectively and individ- 

8. Work in I ually. 

recitation, j 3. Spelling and examination of work 
done out of class. 
4. Assigning lesson — read lesson alone 
or with class. 



52 



LECTURE XVI.— Teaching Language. 

I Language is a medium for transmitting 

I. Defined. < thougiit. The means by which we 

( have access to accumulated knowledge. 



o 
< 

O 

< 

o 
g 

5 
u 

< 

w 



2. Prime 
End. 



3. Methods, 



Ability to express thought clearly, dis- 
tinctly, and readily. - ^ 

^ -^ / By writmg. 

Ability to gather thought from the 
printed or written page —to readily un- 
derstand a complex proposition. 
A taste for good literature. 
A formal discipline of the intellect in 
receiving and expressing thought. 

A 1 1 J f (Its history. 

A knowledge of ) j^^ ^^^J^ ^^^ 

language. 



structure. 



1. Imitative 

2. Scientific- 



4. The first four 
of above ends 
may be at- 
tained 



-Grammar proper, 
sentences on slate 



1. By copying 
or paper. 

2. By expressing thought j Written, 
in sentences. ( Spoken. 

— Language Lessons. 

3. By memorizing and speaking 
choice selections in literature. 

4. By reading choice literature and 
expressing the thoughts of the 
writer in one's own language. 

5. By writing essays, &c. 



A knowledge of a language may be obtained by a 
systematic study of its words and structure. — Gram- 
mar proper and the history of language. 



53 

LECTURE XVI.— Teaching Language. 

REMARKS. 

1. Language may be studied either as an instrument to 
be used or a subject matter to be investigated and under- 
stood. It may be studied as an art or a science. 

2. It is the province of language lessons to teach lan- 
guage simply as an art — to teach pupils the correct use of 
language both in speaking and writing 

3. Grammar proper is the study of language as a science. 
In studying language as a science it is the purpose to dis- 
cover the laws that regulate its use. 

4. Language lessons should precede formal grammar. 

5. Special attention should be given to written language. 

6. If children can v^^rite a language correctly they will be 
apt to speak it correctly 

7. The correction of current errors in speech should 
have daily attention. 

8. The study of language as a science is based on the 
classification of words. 

9. The unit of grammatical study is the sentence. 

10. Words are classed with reference to their uses in a 
sentence. 

1 1 . A definition enumerates the uses a word must have 
in a sentence in order that it belong to a certain class. 

12. The idea of a class should precede its definition. 

13. Words should be first classed simply as nouns, 
verbs, adjectives, &c-., and afterwards distributed under 
their sub-classes. 

14. In language lessons and in the commencement of 
grammatical study the method of instruction should be 
largely oral. 

15. Letter writing, or essay writing should accompany 
the study of language. 

16. They who would understand a language must know 
its history. 



54 



LECTURE XVII.— History. 



I. Its relation to 
Geography 



2. Its value 
as a study. 



o 

H 

CO 



. Method 
of study. 



4 Remarks -{ 



1. The characteristics of a people 
are influenced by the physical 
features of the country ift which 
they live. 

2. The industries of a country are 
determined by its natural re- 
sources. 

2. An acquaintance with the place 
makes the remembrance of an 
I event more lasting. 

1. As a means of culture. 

2. As a collateral aid in the study of 
other subjects. 

3. As a source of valuable experience. 

4. As an influence upon the moral nature. 

5. As a basis of political and social 
prescience. 

6. As a means of broad culture. 

\ I . The topical method is 
the natural method 
2. It makes prominent the 
most important characters 
and events of history. 
ItshouldJ 3. It concetrates the inves- 
be topical tigations of the student 
upon these important sub- 
jects instead of upon the 

I contents of the text. 

I 4. It encourages independ- 

[ ent thought and research, 

2. The subjects should be studied in a 
systematic order. 

3. Classes should be exercised in recita- 
tions, classifications and historical essays. 

f I. The principle of cause and effect 
I should be the basis of historical study. 
' 2. The student of history is brought 
I "into the companionship of the good 
I and great. 
[ 3. History is a reflection of human nature 



55 



LECTURE XVIII.— Geography. 



f I. Its relations to history and the natural sciences. 



X 

< 

O 
O 



fi. 

2. 

3- 
4 



It broadens the intellectual vision. 
It enlarges the moral sympathies. 
It tends to develop a tolerant spirit. 
It cultivates a tendency to observe 
the relations of causes and effects. 
5. It creates a thirst for knowledge — 
especially a knowledge for history 

2. Its valu2 I and natural seiences. 

as a study. ] 6. It gives an idea of the form and sur- 
face of the earth, with a knowledge 
of its climate, soil, animals, chief 
products. &c. 

It teaches of the different nations, 
their political and commercial rela- 
tions, their civilization, resources, 
&c. 



-o ba 
o c 

■4— » -1— 1 

V (J J. 



Proceed from the known to the unknown. 
Commence by studying the school grounds, 
or some other convenient plot, and thus 
study by observation before studying by 
map. 

The recitation should generally be discur- 
sive and conversational. 
Map drawing and essay-writing should 
accompany the study of geography. 



56 

LECTURE XVIII.— Geography. 

REMARKS. 

1. The Geographical interest of a place increases. as one 
becomes acquainted with its history, 

2. There is a very close relation between the physical 
features of a country and the industries of its people. 
These features, such as the configuration of the surface, 
the climate, soil, &c., should have a prominent place in 
the first lessons in geography. 

3. The natural method requires that the teacher often 
lead the class on imaginary journeys along the lakes and 
rivers, through valleys, over mountains, or follow with the 
pupils the ships in their voyages across the ocean, and thus 
make the recitation as natural aid life-like as possible. 

4. The writing of short essays on geographical subjects 
from analyses given by the teacher proves an interesting 
and profitable exercise in connection with the study of 
geography. 



57 



LECTURE XIX.— The Natural Sciences. 



' I. Mental discipline. 



V 
V 



In observation. 

In generalization. 

In inductive reasoning. 

r I. By leading the mind into pure 

2. Moral I channels of thought, 

discipline. { 2. By awakening an appreciation of 

[ law as the basis of harmony. 

3, Esthetic j By the observation and study 
culture. ( ut the beautiful in nature. 

As a source of pleas- 



4 An acquaintance 
with natural laws 
in their relations to 
natural phenomena. 



ure. 

As valuable in the ap- 
plication of science to 
the arts. 



-o 

3 



o 

x: 
*-> 



a-1 



Ji -1 



c 



1. Proceed Irom the known to the unknown; 
from the individual to the class, 

2. Commence by studying objects and phenom- 
ena that are common, and thus study by ob- 
servation before studying by use of the text. 

3. Study by subjects or natural objects, using 
books simply as helps. 

4. Recitations should be largely discursive — 
students observing and expressing their ideas 
ot observation. 

5. Subjects should be studied in a systematic 
order. 

6. Pupils should h-t encouraged to collect speci- 
mens. 

7. Pupils should express the results of their ob- 
servations and research in written classifi- 
cations or essays. 

1. " Read nature ; nature is a friend to truth. 
Nature is Christian, preaches to mankind and 
bids dead matter aid us in our creed." 

2. "The beautiful is a manifestation of the se- 
cret laws of nature, which but for this 
appearance had been forever concealed 
from us," 

3. " Every truth is connected with every other 
truth in the universe ot God." 



58 
LECTURE XX. 

CHARACTERISTICS OF THE IDEAL TEACHER. 



1. A cheerful and hopeful disposition. 

2. A frank and trustful nature. 

3. Self-reliance and firmness. 

4. Agreeableness. 

5. Neatness. 

6. Punctuality. 

7. A non-partisan spirit. 

8. Sympathy. 

9. Originality. 

10. Naturalness. 

11. An appreciation of true character. 
12- An interest in children. 

13. Strong faith in the possibilities that lie hidden in the 
child. 

14. A love of the work. 

15. Broad and thorough scholarship — mastery of subjects 
to be taught. 

16. Aptness to teach. — Teaching power. 

17. Faith in humanity. 

18. Faith in God. 



A LIST OF BOOKS. RECOMMENDED FOR THE 
TEACHER'S LIBRARY 



Pedagogical. 

How to Teach — Henry Kiddle. 
Laurie's Primary Instruction. 
Quick's Educational Reformers. 
The Cyclopaedia of Education. 

— Henry Kiddle and A. J. Schem. 

(The Dictionary of Education based on the above is a lowor priced work. 

Primary Object Lessons. — N. A. Calkins. 
Education — Herbert Spencer. 
Normal Methods of Teaching — A. Holbrook, 
Lectures on Teaching. — y. G. Fitch. 
Methods of Teaching. — John Sweet. 
Methods of Teaching and Studying History. 

— G. Stanley Hall. 
Common School Law. — Bardee?t. 

Psychological. 

Outline Study of Man — Mark Hopkins. 

The Law of Love, and Love as a Law. — Mark Hopkins. 



TABLE OF CONTENTS. 



LECTURE. PAGE. 

I. Introduction . . ^ 5 

II. Mental Development 6 

III. Moral Culture 19 

IV. Physical Culture 27 

V. Correct Habits 33 

VI. Powers of Observation 35 

VII. The Memory 36 

VIII. Course of Study , 37 

IX. Preliminary Work of Teacher 39 

X. Programme 41 

XI. The Recitation 43 

XII. School Government 45 

XIII. School Government {continued.) 48 

XIV. School Government {continued^ 49 

XV. Teaching Reading 51 

XVI. Teaching Language 52 

XVII. Teaching History 54 

XVIII. Teaching Geography 55 

XIX. The Natural Science 57 

XX. Characteristics of the Ideal Teachers 58 



